u. s. history to 1865 - staunton city schools · geography skills august/september january/february...

Pacing Guide

U. S. History to 1865

Shelburne Middle School

Staunton City Schools

Staunton, Virginia

June 2010

Blueprint Summary Table

Reporting Categories # of Items (value/

SOL) Earth Science SOL

Standards of Learning USI.1 a-d, f-i will be assessed throughout the reporting categories.

Pre-Columbian Times to the 1770s 7 USI.3a; USI.4a-b; USI.5a, c-d

Revolution and the New Nation 7 USI.6a, c-d; USI.7d

Expansion, Reform and the Civil War 10 USI.8a, c, d; USI.9a-b, d, f

Geography 9 USI.2a-d; USI.3b; USI.9c, e

Civics and Economics 7 USI.3c; USI.4c; USI.5b; USI.6b; USI.7a; USI.8 b;

SOL Excluded From This Test USI.1e

Total Number of Operational Items 40

Field-Test Items* 10 *Field-test items will not be used to compute students’ scores on the test.

Total Number of Items 50

Week(s) Organizing Topics Related Standards of Learning

Geography Skills USI.2a, b, c, d; USI.1a, c, f, g

American Indians (First Americans) USI.3a, b, c; USI.1a, b, c, d, f

European Exploration USI.4a, b, c; USI.1a, d, f, g

Colonial America USI.5a, b, c, d; USI.1a, c, d, f

American Revolution USI.6a, b, c, d; USI.1a, b, c, d, f, h

Birth of the Nation USI.7a, b, c; USI.1a, b, c, d, f, h

Westward Expansion USI.8a, b, c; USI.1b, c, d, f, i

Abolition and Suffrage USI.8d; USI.1b, c, d, h

Civil War USI.9a, b, c, d, e, f; USI.1a, b, c, d, f, h

Throughout the course:

US.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1865;

b) make connections between the past and the present;

c) sequence events in United States history from pre-Columbian times to 1865;

d) interpret ideas and events from different historical perspectives;

e) evaluate and discuss issues orally and in writing;

f) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events;

g) distinguish between parallels of latitude and meridians of longitude;

h) interpret patriotic slogans and excerpts from notable speeches and documents;

i) identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the decisions and how

people and nations responded to positive and negative incentives.

Related

SOL

Essential Knowledge and Skills

Students should be able to: Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of

Mastery* (See Notes)

US.1a

Identify and interpret primary and secondary

source documents.

Identify,

interpret

US.1b Make connections between the past and present

Make

US.1c

Sequence events in U.S. history

Sequence

US.1d

Interpret ideas and events from different

historical perspectives

Interpret

US.1e Evaluate and discuss issues orally and in writing Evaluate,

discuss

US.1f

Analyze and interpret maps to explain

relationships among landforms, water features,

climatic characteristics and historical events

Analyze,

interpret

US.1g

Distinguish between parallels of latitude and

meridians of longitude

Distinguish

US.1h Interpret patriotic slogans and excerpts from

notable speeches and documents

Interpret

Related

SOL


Students should be able to: Verbs



Evidence of

Mastery* (See Notes)

US.1i Identify the costs and benefits of specific choices

made

Identify

Geography skills August/September January/February

USI.2 The student will use maps, globes, photographs, pictures, or tables to

a) locate the seven continents and five oceans.

b) locate and describe the location of the geographic regions of North America: Coastal Plain, Appalachian Mountains, Canadian Shield,

Interior Lowlands, Great Plains, Rocky Mountains, Basin and Range, and Coastal Range.

c) locate and identify the water features important to the early history of the United States: Great Lakes, Mississippi River, Missouri River,

Ohio River, Columbia River, Colorado River, Rio Grande, St. Lawrence River, Atlantic Ocean, Pacific Ocean, and Gulf of Mexico.

d) recognize key geographic features on maps, diagrams, and/or photographs.

USI.1 The student will develop skills for historical and geographical analysis, including the ability to

a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to

1877;



Related

SOL Essential Knowledge and Skills Verbs



Evidence of Mastery*

(See Notes)

USI.2

Students should be able to:

Use maps

globes

photographs

pictures

tables to. . .

Use

USI

2a


Describe continents as large land masses

surrounded by water.

1. Identify and locate the seven continents:

North America

South America

Africa

Asia

Describe

Identify

Locate

1) working with a partner, identify cut-out

shapes of continents as they are

displayed by the teacher.

2) locate the seven continents & five

oceans on an outline map of the world.

working with a team, locate and

identify the seven continents & five

oceans on a floor map of the world.

Completed outline

map as exit activity.

Related





(See Notes)

Australia

Antarctica

Europe*.

*Explain that Europe is considered a continent even

though it is not entirely surrounded by water. The land

mass is frequently called Eurasia.

2. Identify and locate the six oceans:

Atlantic Ocean

Pacific Ocean

Arctic Ocean

Indian Ocean

Southern Ocean

Explain

Identify

3) using a T-Chart, sort the seven

continents by teacher directed

categories. Then, explain how Europe

and Asia are different from the other

continents, describing characteristics of

continents.

write a summary of similarities and

differences between the seven

continents.

Summary paragraph of

similarities and

differences between

the seven continents

USI.2b Explain that geographic regions have distinctive

characteristics.

1. Identify/Locate the geographic regions of

North America and describe the following

physical characteristics of each region:

A.1. Coastal Plain

Located along the Atlantic Ocean and Gulf

of Mexico

Broad lowland providing many excellent

harbors

A.2. Appalachian Highlands

Located west of Coastal Plain extending

from eastern Canada to western Alabama:

including the Piedmont

Explain

Identify

Locate

Describe

1) using an outline map, locate and label

the eight geographic regions of North

America and rivers, lakes and gulf.

using an outline map, draw symbols to

represent the physical characteristics of

each region.

2) using a floor map, locate and identify

the eight geographic regions of North

America. (i.e. “Find the region west of

the Mississippi River.” “Find the region

west of Interior Lowlands and east of

the Rocky Mountains.”)

3) using a laminated map of the United

States, play-dough and toothpicks,

mold the physical characteristics of

Completed play-dough

activity.

Completed table of

regions, descriptions

and

pictures/photographs.

Related





(See Notes)

Old, eroded mountains (oldest mountain

range in North America)

A.3. Canadian Shield

Wrapped around Hudson Bay in a horseshoe

shape

Hills worn by erosion and hundreds of lakes

carved by glaciers

A.4. Interior Lowlands

Located west of the Appalachian Mountains

and east of the Great Plains

Rolling flatlands with many rivers, broad

river valleys, and grassy hills

A.5. Great Plains

Located west of Interior Lowlands and east

of the Rocky Mountains

Flat land that gradually increases in

elevation westward; grasslands

A.6. Rocky Mountains

Located west of the Great Plains and east of

the Basin and Range

Rugged mountains stretching from Alaska

almost to Mexico; high elevations

Contains the Continental Divide, which

determines the directional flow of rivers

A.7. Basin and Range

Located west of Rocky Mountains and east

of the Sierra Nevadas and the Cascades

Area of varying elevations containing

isolated mountain ranges and Death Valley,

the lowest point in North America

A.8. Coastal Range

Located along the Pacific Coast, stretching

from California to Canada

Rugged mountains and fertile valleys

each region and place them on the map.

Then label each region using toothpick

“flags.”

4) using pictures, photographs,

descriptions and region labels, match

each region with its description and

picture/photograph in a table.

5) Create a foldable on the 8 geographic

regions.

Related





(See Notes)

USI.2c 1. Identify and locate on a map the following

major bodies of water to which the United

States has access:

Oceans: Atlantic, Pacific

Rivers: Mississippi, Missouri, Ohio,

Columbia, Colorado, Rio Grande, St.

Lawrence River

Lakes: Great Lakes

Gulf: Gulf of Mexico.

2. Explain the role these major bodies of water

played in trade, transportation, exploration and

settlement

The Atlantic, Pacific, and Gulf coasts of the

United States have provided access to other

parts of the world.

The Atlantic Ocean served as the highway for

explorers, early settlers, and later immigrants.

The Ohio River was the gateway to the west.

Inland port cities grew in the Midwest along the

Great Lakes.

The Mississippi and Missouri rivers were used

to transport farm and industrial products. They

were links to United States ports and other parts

of the world.

The Columbia River was explored by Lewis

and Clark.

The Colorado River was explored by the

Spanish.

The Rio Grande forms the border with Mexico.

The Pacific Ocean was an early exploration

destination.

The Gulf of Mexico provided the French and

Identify

Locate

Explain

1) Using a map of the US, recreate the

rivers with yarn

2) Use a sort game to match the major

bodies of water with their descriptions

Related





(See Notes)

Spanish with exploration routes to Mexico and

other parts of America.

The St. Lawrence River forms part of the

northeastern border with Canada and connects

the Great Lakes to the Atlantic Ocean.

USI.2d

1. Identify key geographic features

Water-related

– Lakes

– Rivers

– Tributaries

– Gulfs and bays

Land-related

– Mountains

– Hills

– Plains

– Plateaus

– Islands

– Peninsulas

2. Describe how geographic features are related to:

patterns of trade

the locations of cities and towns

the westward (frontier) movement

agricultural and fishing industries.

1) Recreate the land-related features with

play-doh based upon the given descriptions

2) Use topographical maps to identify the

key water and land features

1) Use leading questions to encourage

students to infer how geographical features

influenced trade, settlements, movement

and industry.

Related





(See Notes)

USI

1a

1c

1f

Demonstrate skills for historical and geographical

analysis, including the ability to …


source documents to increase understanding of

events and life in United States history to 1865

Sequence events in United States history from pre-

Columbian times to 1865



climatic characteristics, and historical events

Demonstrate

Identify

Interpret

Analyze

Interpret

Explain

American Indians (First Americans) September/ February

USI.3 The student will demonstrate knowledge of how early cultures developed in North America by

a) describing how archaeologists have recovered material evidence of ancient settlements, including Cactus Hill in Virginia.

b) locating where the American Indians lived, with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plains (Lakota), Southwest

(Pueblo), and Eastern Woodlands (Iroquois).

c) describing how the American Indians used the resources in their environment.


a) identify and interpret primary and secondary source documents to increase understanding of events and life in United

States history to 1865;

b) make connections between the past and the present



f) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical

events.

Related

SOL


Verbs



Evidence of

Mastery*(See

Notes)

USI.3 Students should be able to:

Demonstrate knowledge of how early culture

developed in North America by:

US.3a 1. Explain why archaeology is important

understanding

that archaeologists study human behavior and

cultures of the past through the recovery and

analysis of artifacts.

And

. that scientists are not in agreement about

when and how people first arrived in the

Western Hemisphere.

2. Describe that Cactus Hill is located on the

1) Vocabulary activity to introduce new

terms

2) Use a video clip detailing Cactus Hill

and the work of archaeologists.

Related

SOL


Verbs



Evidence of

Mastery*(See

Notes)

Nottoway River in southeastern Virginia.

Evidence that humans lived at Cactus Hill as

early as 18,000 years ago makes it one of the

oldest archaeological sites in North America.

1) Locate the Nottoway river on a map

of Virginia.

2) Locate the site of Cactus Hill on a

map of Virginia.

USI.3b Demonstrate knowledge of how early cultures

developed in North America

Identify/locate where the following American

Indians (First Americans) lived/settled in North

America prior to the arrival of Europeans and

describe their environments:

A. Inuit inhabited present-day Alaska and

northern Canada. They lived in Arctic areas

where the temperature is below freezing much

of the year.

B. Kwakiutl homeland includes the Pacific

Northwest coast, characterized by a rainy,

mild climate.

C. Lakota people inhabited the interior of the

United States, called the Great Plains, which is

characterized by dry grasslands.

D. Pueblo tribes inhabited the Southwest in

present-day New Mexico and Arizona, where

they lived in desert areas and areas bordering

cliffs and mountains.

E. Iroquois homeland includes northeast North

Demonstrate

Identify

Locate

Describe

1) using a map, locate the area that

each First American group lived in.

2) using a chart describe the

environment of each First American

group and how environment

affected their food, clothing, shelter

and lifestyle. (Library Project)

3) using a floor map, place

identification cards, pictures of

food, shelter, clothing, etc. on the

map

4) Compare and contrast the

geographical regions where the

First Americans lived.

Map labeled with the

First American

groups.

Completed group

project.

Completed reflection.

Related

SOL


Verbs



Evidence of

Mastery*(See

Notes)

America, called the Eastern Woodlands,

which is heavily forested.

F. Members of these tribes live in their

homelands and in many other areas of North

America today.

USI.3c A. In the past, American Indians fished, hunted,

and grew crops for food. They made clothing

from animal skins and plants. They constructed

shelters from resources found in their

environment (e.g., sod, stones, animal skins,

wood).

B. Types of Resources included:

Natural resources: Things that come directly

from nature

Human resources: People working to produce

goods and services

Capital resources: Goods produced and used

to make other goods and services

C. Examples of these resources included:

Natural resources

The fish American Indians caught, wild animals

they hunted, and crops they grew were examples

of natural resources.

Human resources

People who fished, made clothing, and hunted

animals were examples of human resources.

Capital resources

The canoes, bows, and spears American Indians

Explain

Describe

1) Use a vocabulary activity to

introduce new terms

2) Bring in examples of each

resource and have the students

identify and explain which category

each example would fit and why.

3) Have to students explain how

resources can fit into more than one

category.

Related

SOL


Verbs



Evidence of

Mastery*(See

Notes)

made were examples of capital resources.

1a

1b

1c

1d

1e

1f


analysis, including the ability to . . .




Make connections between the past and the

present

Sequence events in United States history from

pre-Columbian times to 1865


historical perspectives.

Evaluate and discuss issues orally and in writing




Demonstrate

Identify

Interpret

Make

Sequence

Interpret

Evaluate

Analyze

Interpret

Explain

1) Create a timeline (class, group

or individual)

European Exploration October/ March

USI.4 The student will demonstrate knowledge of European explorations in North America and West Africa by

a) describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English

explorations.

b) describing cultural and economic interactions between Europeans and American Indians that led to cooperation and

conflict, with emphasis on the American Indian concept of land.

c) identifying the location and describing the characteristics of West African societies (Ghana, Mali, and Songhai) and their

interactions with traders.






events;

g) distinguish between parallels of latitude and meridians of longitude.

Related




Evidence of

Mastery*(See Notes)


Demonstrate knowledge of European exploration

in N.A. and W. Africa by . . .

Demonstrate

USI.4a

A. Describe/explain the following reasons/

motivations major European countries were

in competition to extend their power into

North America and claim the land as their

own:

Economic—Gold, natural resources, and

trade

Religious—Spread of Christianity

Competitions for empire and belief in

Describe

Explain

1) working in a group, describe and

explain reasons for exploration,

obstacles to exploration,

accomplishments/regions explored

and name of explorer and impact of

exploration for one assigned

country.

2) Create nonlinguistic representations

of the motivations, obstacles and

Related




Evidence of

Mastery*(See Notes)

superiority of own culture.

B. Describe/explain the following obstacles

faced by early explorers of North America:

Poor maps and navigational tools

Disease/starvation

Fear of unknown

Lack of adequate supplies.

C. Describe/identify the following accomplish-

ments of early explorers of North America:

Exchanged goods and ideas

Improved navigational tools and ships

Claimed territories (see individual

countries below).

D. Identify the regions explored by the

following explorers and the country they

represented:

D.1. Spain

Francisco Coronado claimed present –

day southwest United States for Spain.

D.2. France

Samuel de Champlain established the

French settlement of Quebec.

Robert La Salle claimed the Mississippi

River Valley.

D.3. England

John Cabot explored eastern Canada

Describe

Explain

Describe

Identify

Identify

accomplishments of exploration

3) using pre-exploration maps, modern

maps and parallels of latitude and

meridians of longitude locate points

on the maps.

4) using a map and colored pencils

identify the exploration routes of

each explorer and the important

landforms/rivers on the exploration

route. Use symbols to describe the

significance of each body of water.

5) Create a timeline of exploration.

Include dates of exploration, routes

taken and home country of the

explorers.

Related




Evidence of

Mastery*(See Notes)

USI.4b

A. Describe/summarize the following cultural

interaction between the American Indians

and Europeans:

A.1. Spanish

Conquered and enslaved American

Indians

Brought Christianity to the New

World

Brought European diseases to

American Indians

A.2. French

Established trading posts

Spread Christian religion

A.3. English

Established settlements and claimed

ownership of land

Learned farming techniques from

American Indians

Traded. with American Indians

B. Describe the following examples of

cooperation between the American Indians

and the Europeans:

Europeans brought weapons and metal

farm tools

Trade

Crops.

C. Describe the following examples of conflict

between the American Indians and the

Europeans:

Land

Competition for trade

Differences in cultures

Disease

Language difference.

Describe

Summarize

Describe

Describe

1) working in groups, create a skit

describing the motivations,

obstacles and accomplishments of

exploration and the cultural

interactions between Europeans and

native peoples.

2) using a Venn Diagram and a word

bank, sort areas of conflict and

cooperation between Europeans and

First Americans and draw a picture

to represent each.

Completed poem,

song, picture or

comic strip.

Exit activity – Venn

Diagram sorting

areas of conflict and

cooperation.

5 question quiz

Related




Evidence of

Mastery*(See Notes)

USI.4a

USI.4c

E. Describe the voyages of discovery along

West Africa made by Portuguese explorers.

A. Identify the location and describe/explain the

characteristics of the following societies and

how they became powerful and dominated

West Africa in turn from 300 to 1600 A.D.

by controlling trade in West Africa:

B. Ghana, Mali and Songhai were located in the

western region of Africa, south of the Sahara

Desert, near the Niger River.

C. Ghana, Mali, and Songhai became powerful

by controlling trade in West Africa.

Explain how African people and their goods

played an important role in arousing European

interest in world resources.

D. Describe/explain how West African empires

impacted European trade as the Portuguese

carried goods from Europe to West African

empires, trading metals, cloth, and other

manufactured goods for gold.

Describe

Identify

Describe

Explain

Explain

Describe

Explain

1) Locate the 3 kingdoms of West

Africa, the Sahara Desert and the Niger

River on a map.

2) after hearing the story of Western

Africa, summarize the story in a comic

strip.

USI.1

1a

Demonstrate skills for historical and

geographical analysis, including the ability to . . .



events and life in United States history.

Demonstrate

Identify

Interpret

Related




Evidence of

Mastery*(See Notes)

1d

1e

1f

1g






climatic characteristics, and historical events.

Distinguish between parallels of latitude and

meridians of longitude.

Interpret

Evaluate

Analyze

Interpret

Explain

Distinguish

Colonial America October/ March

USI. 5 The student will demonstrate knowledge of the factors that shaped colonial America by

a) describing the religious and economic events and conditions that led to the colonization of America.

b) describing life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their

environment to produce goods and services, including examples of specialization and interdependence.

c) describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, free African

Americans, indentured servants, and enslaved African Americans.

d) identifying the political and economic relationships between the colonies and England.


a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States

history to 1865;




events.

Related




Evidence of

Mastery*(See

Notes)


Demonstrate knowledge of the factors that

shaped colonial America

Demonstrate

USI

5a

A. Describe/explain the reason Europeans

established the following colonies in North

America:

A1. Roanoke Island (Lost Colony) was

established as an economic venture.

A2. Jamestown Settlement, the first permanent

English settlement in North America (1607),

was an economic venture by the Virginia

Describe

Explain

1) after interactive notes, using an outline

map, locate each colony on the map,

label the colony and draw the flag of the

colonizing country.

2) create a travel brochure of the “New

World”. A map of the colonies and the

regions and a brief description of each

will be required elements.

Exit activity –

chart matching

colonies and

pictures.

Completed travel

brochure

Related




Evidence of

Mastery*(See

Notes)

Company.

A3 Plymouth colony was settled by separatists

from the Church of England who wanted to

avoid religious persecution.

A4. Massachusetts Bay Colony was settled by

the Puritans to avoid religious persecution,

A5. Pennsylvania was settled by the Quakers,

who wanted to have freedom to practice

their faith without interference.

A6. Georgia was settled by people who had

been in debtor’s prisons in England. They

hoped to experience economic freedom

and start a new life in the New

World.freedom in the New World.

USI.5b Using the following chart, describe the three

colonial regions and how climate, geographic

features, and other available resources

distinguish the three regions from each other

1) working with a partner and using a word

bank, complete a chart explaining how

climate and geographic features

distinguished the colonial regions.

2) using completed, settlement map, locate,

identify and shade each colonial region.

3) Triple venn Diagram to compare/contrast

the 3 regions of colonies.

Completed

postcard

Related




Evidence of

Mastery*(See

Notes)

Essential Knowledge

Colonies Resources Geography and Climate Specialization Examples of Interdependence Social/Political

New

England

Natural resources: e.g.,

timber, fish, deep harbors

Human resources: e.g.,

skilled craftsmen,

shopkeepers, shipbuilders

Capital resources: e.g., tools,

buildings

Appalachian

Mountains, Boston

harbor, hilly terrain,

rocky soil, jagged

coastline

Moderate summers,

cold winters

Fishing,

shipbuilding,

naval

supplies,

metal tools

and

equipment

The New England colonies depended

on the Southern colonies for crops such

as tobacco, rice, cotton, and indigo,

and for forest products such as lumber,

tar, and pitch. They depended on the

Mid-Atlantic colonies for livestock and

grains.

Villages and

churches were

centers of life.

Religious reformers

and separatists

Civic life: town

meetings

Mid-

Atlantic

Natural Resources: e.g., rich

farmlands, rivers


unskilled and skilled

workers, fishermen


buildings

Appalachian

Mountains, coastal

lowlands, harbors and

bays

Mild winters and

moderate climate,

wide and deep rivers

Livestock,

grains, fish

The Mid-Atlantic colonies traded with

the Southern and New England

colonies to get the products they did

not produce. The Mid-Atlantic

colonies depended on the Southern

colonies for tobacco, rice, cotton,

indigo, and forest products. They

traded with the New England colonies

for metal tools and equipment.

Villages and cities,

varied and diverse

lifestyles, diverse

religions

Civic life: market

towns

Southern

Natural resources: e.g., fertile

farmlands, rivers, harbors


farmers, enslaved African

Americans


buildings

Appalachian

Mountains, Piedmont,

Atlantic Coastal Plain,

good harbors and

rivers

Humid climate with

mild winters and hot

summers

Tobacco,

rice, cotton,

indigo,

forest

products

(lumber, tar,

pitch)

The Southern colonies depended on the

New England colonies for

manufactured goods, including metal

tools and equipment. They depended

on the Mid-Atlantic colonies for grains

and other agricultural products not

plentiful in the South.

Plantations

(slavery), mansions,

indentured servants,

fewer cities, fewer

schools, Church of

England

Civic life: counties

Related




Evidence of

Mastery*(See

Notes)

USI.5c Identify the following groups of people living in

colonial America and describe colonial life

relating to their social positions from their varied

perspectives:

A. Large landowners

Lived predominately in the South

Relied on indentured servants and/or

enslaved African Americans for labor

Were educated in some cases

Had rich social culture

B. Farmers

Worked the land according to the region

Relied on family members for labor

C. Artisans

Worked as craftsmen in towns and on the

plantation

Lived in small villages and cities

D. Women

Worked as caretakers, house-workers,

homemakers

Were not allowed to vote

Had few opportunities for getting an

education

E. Free African Americans

Were able to own land

Had economic freedom and could work for

pay and decide how to spend their money

Were not allowed to vote

F. Indentured Servants

Were men and women who did not have

money for passage to the colonies and who

agreed to work without pay for the person

who paid for their passage

Identify

Describe

1) after interactive notes, identify the social

classes in the colonial regions after

hearing descriptions of each social class.

2) using pictures and descriptions, match

each description with the picture of the

social class represented.

3) Create a social class ladder based upon

the amount of rights that each class

possesses in relation to the other classes.

Completed social

class matching

activity

Related




Evidence of

Mastery*(See

Notes)

Were free at the end of their contract

G. Enslaved African Americans

Were captured in their native Africa and sold

to slave traders; then were shipped to the

colonies where they were sold into slavery

Were owned as property for life without any

rights.

Were often born into slavery (Children of

enslaved African Americans were born into

slavery.)

USI.5d Identify/explain the following economic and

political relationships between the colonies and

England:

A. Economic relationships

England imposed strict control over trade

England taxed the colonies after the French

and Indian War

Colonies traded raw materials for goods

made in Great Britain.

B. Political relationships

Colonists had to obey British laws that

were enforced by governors.

Colonial governors were appointed by the

king or by the proprietor.

A colonial legislatures made laws for each

colony but was monitored by the colonial

governor.

Identify

Explain

1) Do tax game with kids. After being

“taxed,” write a reflection on how they

feel and what they are going to do about

it. Describe the role of the teacher and

the students in this situation.

2) create a book entitled “Revolt.” Each

page will contain reasons for the

colonists’ revolution and a picture.

3) with a partner, retell the story of their

book without using the book.

4) complete a review sheet of the issues of

dissatisfaction that led to the American

Revolution.

Exit activity –

review sheet of

the issues of the

dissatisfaction

that led to the

American

Revolution

USI.1

1a


geographical analysis, including the ability to . . .



Demonstrate

Identify

Related




Evidence of

Mastery*(See

Notes)

1c

1d

1e

1f


Sequence events in United States history from

pre-Columbian times to 1865







Interpret

Sequence

Interpret

Evaluate

Analyze

Interpret

American Revolution November/ April

USI.6 The student will demonstrate knowledge of the causes and results of the American Revolution by

a) identifying the issues of dissatisfaction that led to the American Revolution.

b) identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence

c) describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin

Franklin, Thomas Jefferson and Patrick Henry

d) explaining reasons why the colonies were able to defeat Great Britain.


a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to

1865;





h) interpret patriotic slogans and excerpts from notable speeches and documents.

Related




Evidence of

Mastery*(See Notes)


Demonstrate knowledge of the causes and

results of the American Revolution

Demonstrate

USI.6a

A. Describe the following reasons Great

Britain increased control over its colonies

and the steps they took to do it:

Great Britain desired to remain a world

power.

In the American colonies, Great Britain’s

desire to remain a world power resulted in

a conflict with the French known as the

Describe

1) Use video clips detailing how the

British used taxes and power to control

the colonies.

Related




Evidence of

Mastery*(See Notes)

French and Indian War.

Great Britain imposed taxes, such as the

Stamp Act, to raise necessary revenue to

pay the cost of the French and Indian War.

B. Explain the following reasons for Great

Britain’s taxation of the colonies:

To help finance the French and Indian

War

To help with the maintaining of

British troops in the colonies.

C. Identify and explain the following reasons

for colonial dissatisfaction:

The colonies had no representation in

Parliament.

Some colonists resented the power of the

colonial governors.

Great Britain wanted strict control over

colonial legislatures.

The colonies opposed the British taxes.

The Proclamation of l763, which followed

the French and Indian War, restricted the

western movement of settlers.

Explain

Identify

Explain

USI.6b Explain that as England expanded control

over the American colonies, many colonists

became dissatisfied and rebellious.

Identify how political ideas shaped the

revolutionary movement in America and led

to the Declaration of Independence, based

Explain

Identify

1) After reading the Dec. of Ind., the

students will work with a partner to

extract what they think are the key ideas

in the document.

Summary drawing of

the Declaration of

Independence

Related




Evidence of

Mastery*(See Notes)

upon ides first expressed by European

philosophers

Explain how new political ideas led to a

desire for independence and democratic

government in the American colonies.

A. Summarize the following key philosophies

in the Declaration of Independence as it

proclaimed independence from England:

People have “certain unalienable

rights” (rights that cannot be taken

away)—life, liberty, pursuit of

happiness.

People establish government to

protect those rights.

Government derives power from the

people.

People have a right and a duty to

change a government that violates

their rights.

Explain

Summarize

2) Students will give examples of their own

"unalienable rights" that cannot be taken

away.

USI.6c A. Identify the following key individuals in

the Revolutionary War and describe the

role they played:

King George III: British king during the

Revolutionary era

Lord Cornwallis: British general who

surrendered at Yorktown

John Adams: Championed the cause of

independence

George Washington: Commander of the

Continental Army

Thomas Jefferson: Major author of the

Identify

Describe

1) All students will create a cartoon strip

of the events leading up to the

revolutionary war and the war itself.

2) identify each key individual and

describe the role they played in the

American Revolution by completing a

“Who Am I?” foldable.

3) watch a video clip on the Battle of

Lexington and Concord and write a

diary entry from the point of view of a

British soldier or a continental soldier

Related




Evidence of

Mastery*(See Notes)

Declaration of Independence

Patrick Henry: Outspoken member of the

House of Burgesses; inspired colonial

patriotism with his “Give me liberty or give

me death” speech

Benjamin Franklin: Prominent member of

the Continental Congress; helped frame the

Declaration of Independence; helped gain

French support for American independence

B. Identify the following key individuals in

the Revolutionary War and describe the

role they played:

Phillis Wheatley: Enslaved African

American who wrote poems and plays

supporting American independence and

who eventually gained her freedom

Paul Revere: Patriot who made a daring

ride to warn colonists of British arrival

C. Identify and describe the significance of

the following Revolutionary War events:

Boston Massacre: Colonists in Boston were

shot after taunting British soldiers.

Boston Tea Party: Samuel Adams and Paul

Revere led patriots in throwing tea into

Boston Harbor to protest tea taxes.

First Continental Congress: Delegates from

all colonies except Georgia met to discuss

problems with Great Britain and to

promote independence.

Battles at Lexington and Concord: The first

armed conflicts of the Revolutionary War

Approval of the Declaration of

Identify

Describe

Identify

Describe

describing feelings, sights and sounds

of this first conflict.

4) watch a video clip of the Battle of

Saratoga. Working with a partner,

discuss why this battle was the turning

point in the war. Share responses with

the class.

5) draw symbols on a map at the location

of each battle that depicts its

importance, as the battle is taught.

6) Students will act out a prewritten play

about the surrender at Yorktown

7) as a class, create a human timeline of

the significant American Revolution

events.

8) Students compare and contrast works of

art (Paul Revere engraving and a

painting done by Alonzo Chappel)

which portray the Boston Massacre.

Related




Evidence of

Mastery*(See Notes)

Independence: The colonies declared

independence from Great Britain (July 4,

1776).

Battle of Saratoga: This American victory

was the turning point in the war.

Surrender at Yorktown: This was the

colonial victory over forces of Lord

Cornwallis that marked the end of the

Revolutionary War.

Signing of the Treaty of Paris: Great

Britain recognized American independence

in this treaty.

USI.6d A. Explain the following advantages that

helped the American colonists win the

Revolutionary War:

Some colonists’ defense of their own land,

principles, and beliefs

Additional support from France

Strong leadership

Explain 1) use a T-Chart to depict the advantages

of both the British and Colonial people.

USI.1

1a

1b

1c


geographical analysis, including the ability

to…


source documents to increase understanding

of events and life in United States history.


present.

Sequence events in United States history.


Demonstrate

Identify

Interpret

Make

connections

Sequence

Interpret

Related




Evidence of

Mastery*(See Notes)

1d

1e

1f

1h


Evaluate and discuss issues orally and in

writing


relationships among landforms, water

features, climatic characteristics, and

historical events.

Interpret excerpts from notable documents.

Evaluate

Analyze

Interpret

Explain

Interpret

Birth of the Nation November/ April

USI.7 The student will demonstrate knowledge of the challenges faced by the new nation by

a) identifying the weaknesses of the government established by the Articles of Confederation. b) describing the historical development of the Constitution of the United States.

c) describing the major accomplishments of the first five presidents of the United States.


a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States

history to 1877;





events;


Related




Evidence of

Mastery*(See Notes)

USI

7


Demonstrate knowledge of the challenges faced

by the new nation

Demonstrate

USI.7a Summarize the Articles of Confederation, the

constitution written during the American

Revolution to establish the powers of the new

national government.

A. Identify/explain the following basic weakness

of the Articles of Confederation:

Provided for a weak national government

Gave Congress no power to tax or regulate

commerce among the states

Summarize

Identify

Explain

1) After interactive notes, using a chart,

students will identify weaknesses of the

Articles.

2) Explain in a short summary how this

weakness led to the failure of the

Articles.

3) Political cartoon to depict weaknesses

Chart and political

cartoon

Related




Evidence of

Mastery*(See Notes)

Provided for no common currency

Gave each state one vote regardless of size

Provided for no executive or judicial

branch.

USI.7b A. Explain that weaknesses in the Articles led

to the effort to draft a new constitution

B. Describe the Constitution Convention using

the following information

State delegates met in Philadelphia and

decided not to revise the Articles of

Confederation but to write a new constitution.

George Washington was elected president of

the Constitutional Convention.

Delegates debated over how much power

should be given to the new national

government and how large and small states

should be represented in the new government.

The structure of the new national government

included three separate branches of

government:

– Legislative

– Executive

– Judicial

The Great Compromise decided how many

votes each state would have in the Senate and

the House of Representatives.

The Constitution was signed at the end of the

convention.

C. Explain the ratification of the Constitution

A minimum of nine of the thirteen states had

1) Use video clips to introduce the

creation of the U.S. Constitution.

2) Have the students use an online

encyclopedia to complete a scavenger

hunt that details the various roles of the

three branched of government.

3) Use a visual aid (foldable or

government tree) to illustrate the three

branches of government

4) Have the students create a dialogued

skit that recreates the debate between the

small states and the large states at the

Constitutional Convention. This leads to

the Great Compromise

Discussion and

summary paragraph

Related




Evidence of

Mastery*(See Notes)

to vote in favor of the Constitution before it

could become law.

D. Explain the idea and purpose of the Bill of

Rights

Based on the Virginia Declaration of Rights

(George Mason) and the Virginia Statute for

Religious Freedom (Thomas Jefferson)

These first ten amendments to the Constitution

provide a written guarantee of individual

rights (e.g., freedom of speech, freedom of

religion).

5) Using the Constitution, students will

work with a partner to analyze the first

ten amendments. (Bill of Rights)

6) As partners rank the importance of

each amendment. Explain reasoning

7) Class discussion--What is the

amendment saying and what is it granting

each citizen and its importance.

8) Write a brief summary-how do these

amendments affect our lives today? How

would our lives be different without the

Bill of Rights

USI.7c

A. Identify the first five presidents, all of whom

were Virginians except John Adams.

B. Describe the major

accomplishments/summarize the following major

national issues and events that faced the first five

presidents. Explain that the decisions made by the

presidents on these issues established a strong

government that helped the nation grow in size

and power.

B.1. George Washington – Federal court system was established.

– The Bill of Rights was added to the Constitution

of the United States of America.

– Plans were created for development of the

national capital in Washington, D.C. Benjamin

Banneker, an African American astronomer and

surveyor, helped complete the design for the

city.

B.2. John Adams

Identify

Describe

Explain

1) Foldable--Students will sort the

accomplishments of each of the first five

Presidents after doing an independent

reading assignment

2) Using the President’s chart, students

will name the president and describe his

accomplishments.

3) Who Am I Game? Identify picture of

the president and name his

accomplishment and vice versa.

4) Benjamin Banneker video

Presidential poster

Related




Evidence of

Mastery*(See Notes)

A two-party system emerged during his

administration.

B.3. Thomas Jefferson

He bought Louisiana from France

(Louisiana Purchase).

Lewis and Clark explored this new land

west of the Mississippi River.

B.4. James Madison

The War of l812 caused European nations

to gain respect for the United States.

B.5. James Monroe

He introduced the Monroe Doctrine

warning European nations not to interfere

in the Western Hemisphere.

USI.1

1a

1b

1c

1d


geographical analysis, including the ability to . .





present.




Demonstrate

Identify

Interpret

Make

connections

Sequence

Interpret

Related




Evidence of

Mastery*(See Notes)

1e

1f

1h





Interpret excerpts from notable documents.

Evaluate

Analyze

Interpret

Explain

Interpret

Westward Expansion December/ May

USI.8 The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by

a) describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana

Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California.

b) identifying the geographic and economic factors that influenced the westward movement of settlers.

c) describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in

America.






events;

i) identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the

decisions and how people and nations responded to positive and negative incentives.

Related




Evidence of

Mastery*(See Notes)


Demonstrate knowledge of westward

expansion and reform in America from

1801 to 1861

Demonstrate

USI.8a Explain that between 1801 and 1861,

exploration was encouraged as America

underwent vast territorial expansion and

settlement.

A. Describe territorial expansion and how it

affected the political map of the U.S.,

explaining how the following new territories

were added to the United States between

Explain 1) Use video clips to introduce the land gained

through territorial expansion

2) Students will complete a map activity

showing where each new territory is located,

from who we acquired the land and the means

in which we acquired it.

Related




Evidence of

Mastery*(See Notes)

1801 and 1861:

A.1. Louisiana Purchase

– Jefferson bought land from France (the

Louisiana Purchase), which doubled the

size of the United States.

– In the Lewis and Clark expedition,

Meriwether Lewis and William Clark

explored the Louisiana Purchase and the

Oregon Territory from the Mississippi

River to the Pacific Ocean.

A.2. Florida

– Spain gave Florida to the United States

through a treaty.

A.3. Texas

– Texas was added to the United States after

it became an independent republic.

A.4. Oregon

– The Oregon Territory was divided by the

United States and Great Britain.

A.5. California

War with Mexico resulted in California and

the southwest territory becoming part of the

United States

USI.8b A. Identify/explain the following geographic and

economic factors that influenced westward

movement:

Population growth in the eastern states

Availability of cheap, fertile land

Economic opportunity, e.g., gold

(California Gold Rush), logging, farming,

freedom (for runaway slaves)

Cheaper and faster transportation, e.g.,

rivers and canals (Erie Canal), steamboats

Knowledge of overland trails (Oregon and

Identify

Explain

1) T- Chart separating the economic and

geographic reasons for westward expansion

2) Do a nonlinguistic representation activity to

allow the students to draw pictures to represent

the geographical and economical reasons for

expansion.

3) Students will analyze a famous painting

Related




Evidence of

Mastery*(See Notes)

Santa Fe)

Belief in the right of “Manifest Destiny”—

the idea that expansion was for the good of

the country and was the right of the

country.

showing "Manifest Destiny."

8c

Explain how, prior to the Civil War,

industrialization in the North impacted the

farming society in the South.

A. Terms to know

inventor: A person who is the first to think

of or make something

entrepreneur: A person who organizes

resources to bring a new or better good or

service to market in hopes of earning a

profit

B. Describe/explain how each of the following

inventions affected the lives of Americans:

The cotton gin was invented by Eli Whitney. It

increased the production of cotton and thus

increased the need for slave labor to cultivate

and pick the cotton.

Jo Anderson (an enslaved African American)

and Cyrus McCormick worked to invent the

reaper. McCormick was an entrepreneur who

brought the reaper to market. The reaper

increased the productivity of the American

farmer.

The steamboat was improved by the

entrepreneur Robert Fulton. It eventually

Explain

Describe

Explain

1) Do a vocabulary building activity to

introduce 'inventor' and 'entrepreneur'.

2) Show the students small video clips of each

of the inventions and have them figure out how

each invention made life easier for the average

American.

Related




Evidence of

Mastery*(See Notes)

provided faster river transportation connecting

Southern plantations and farms to Northern

industries and Western territories.

The steam locomotive provided faster land

transportation.

USI.1

1a

1b

1c

1d

1e

1f

1i


analysis, including the ability to…



events and life in United States history to 1865.


present.








Identify the costs and benefits of specific choices

made, including the consequences, both intended

and unintended, of the decisions and how people

and nations responded to positive and negative

incentives.

Demonstrate

Identify

Interpret

Make

connections

Sequence

Interpret

Evaluate

Analyze

Interpret

Explain

Identify

Abolition and Suffrage

USI.8 The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by

d) identifying the main ideas of the abolitionist and suffrage movements.






Related




Evidence of

Mastery*(See

Notes)


Demonstrate knowledge of westward expansion

and reform in America from 1801 to 1861

Demonstrate

USI.8d

A. Identify/summarize the following main ideas

expressed by the abolitionists in their work to

end slavery:

Most abolitionists demanded immediate

freeing of the slaves.

Abolitionists believed that slavery was

Morally wrong

Cruel and inhumane

A violation of the principles of

democracy.

Identity the roles of the following abolitionist

leaders:

Harriet Tubman led hundreds of enslaved

African Americans to freedom along the

Underground Railroad.

William Lloyd Garrison wrote the

Liberator newspaper and worked for the

Identify

Summarize

Identify

1) Compare and contrast the Abolition

Movement with the Suffrage Movement.

2) Have the students create signs and

reenact a gathering of each movement.

3) Use a sort activity to place the correct

leader into the correct movement.

Related




Evidence of

Mastery*(See

Notes)

immediate emancipation of all enslaved

African Americans.

Frederick Douglass wrote the North Star

newspaper and worked for rights for

African Americans and women to better

their lives.

B. Identify/explain the following main ideas of

the suffrage movement which helped women

gain equal rights:

Supporters declared that “All men and

women are created equal.”

Supporters believed that women were

deprived of basic rights.

Denied the right to vote

Denied educational opportunities,

especially higher education

Denied equal opportunities in business

Limited in rights to own property.

Describe the following strong women who led the

campaign for women’s suffrage before the Civil

War and continued after the war had ended:

Isabella (Sojourner) Truth, a former

enslaved African American, was a

nationally known advocate for equality

and justice.

Susan B. Anthony was an advocate to gain

voting rights for women and equal rights

for all.

Elizabeth Cady Stanton played a

leadership role in the women’s rights movement.

Identify

Explain

Describe

Related




Evidence of

Mastery*(See

Notes)

USI.1

1b

1c

1d

1h


analysis, including the ability to…


present.


Interpret ideas and events from different historical

perspectives.

Interpret patriotic slogans

Demonstrate

Make

connections

Sequence

Interpret

Interpret

Civil War January/ May

USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

a) describing the cultural, economic, and constitutional issues that divided the nation.

b) explaining how the issues of states’ rights and slavery increased sectional tensions.

c) identifying on a map the states that seceded from the Union and those that remained in the Union.

d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson,

and Frederick Douglass in events leading to and during the war.

e) using maps to explain critical developments in the war, including major battles.

f) describing the effects of war from the perspectives of Union and Confederate soldiers (including African American

soldiers), women, and enslaved African Americans.








events;


Related




Evidence of

Mastery*(See

Notes)

USI.9


Demonstrate knowledge of the causes, major

events, and effects of the Civil War by…

Demonstrate

USI.9a

A. Describe/explain how the following cultural,

economical, and constitutional differences

between the North and the South divided the

nation and eventually resulted in the Civil War:

Describe

Explain

1) Readers theater on the cultural

differences (can be done by Lang Arts

teachers)

Related




Evidence of

Mastery*(See

Notes)

A.1. Slavery

While there were several differences between

the North and the South, the issues related to

slavery increasingly divided the nation and

led to the Civil War.

A.2. Cultural

The North was mainly an urban society in

which people held jobs in cities.

The South was primarily an agricultural

society in which people lived in small

villages and on farms and plantations.

Because of their cultural differences, people

of the North and South found it difficult to

agree on social and political issues.

A.3. Economic

The North was a manufacturing region, and

its people favored tariffs that protected

factory owners and workers from foreign

competition.

The South was largely agricultural.

Southerners opposed tariffs that would cause

prices of manufactured goods to increase.

Planters were also concerned that Great

Britain might stop buying cotton from the

South if tariffs were added.

A.4. Constitutional

A major conflict was states’ rights versus

strong central government.

2) Create a comparison chart on the

economic, cultural and constitutional

differences of the North and South.

3) Use short video clips that show

reenactments of how each of the

differences affected both the North and the

South.

USI.9b

Summarize the South’s fear that the North would

take control of Congress. Explain that Southerners

began to proclaim states’ rights as a means of self-

protection.

This information is taught along with the

information as a part of USI 9A.

Related




Evidence of

Mastery*(See

Notes)

Explain the Northern belief that the nation was a

union and could not be divided.

Explain that, while the Civil War did not begin as a

war to abolish slavery, issues surrounding slavery

deeply divided the nation.

A. Summarize the following issues that divided the

nation:

An important issue separating the country

related to the power of the Federal

government. Southerners believed that they

had the power to declare any national law

illegal. Northerners believed that the national

government’s power was supreme over that

of the states.

Southerners felt that the abolition of slavery

would destroy their region’s economy.

Northerners believed that slavery should be

abolished for moral reasons.

B. Explain the following compromises that

attempted to resolve the differences between

the North and the South:

Missouri Compromise (1820): Missouri

entered the Union as a slave state; Maine

entered the Union as a free state.

Compromise of l850: California entered the

Union as a free state. Southwest territories

would decide the slavery issue for

themselves.

Kansas-Nebraska Act: People decided the

slavery issue (“popular sovereignty”).

1) Use a video clip to show the

compromises used before the Civil War.

2) Identify the territories/states used in

each of the compromises and have the

students explain if the compromise aided

Related




Evidence of

Mastery*(See

Notes)

C. Explain Southern Secession

Following Lincoln’s election, the southern states

seceded from the Union.

Confederate forces attacked Fort Sumter in

South Carolina, marking the beginning of the

Civil War.

Lincoln and many Northerners believed that the

United States was one nation that could not be

separated or divided.

Most Southerners believed that the states had

freely created and joined the union and could

freely leave it.

the North or the South more

3) Show a short video clip on the attack at

Fort Sumter. Have the students write a

newspaper article depicting the event from

either a Union or Confederate P.O.V.

USI.9c

A. Explain that Southern states that were

dependent upon labor-intensive cash crops

seceded from the Union. Identify these states:

Alabama North Carolina

Arkansas South Carolina

Florida Tennessee

Georgia Texas

Louisiana Virginia

Mississippi

B. Identify the following border states (slave

states) that remained in the Union:

– Delaware – Maryland

– Kentucky – Missouri

Explain

Identify

Identify

1) Use a map activity to have the students

identify all of the UNION,

CONFEDERATE and BORDER States.

Related




Evidence of

Mastery*(See

Notes)

C. Identify the following free states that remained

in the Union:

– California – New Hampshire

– Connecticut – New Jersey

– Illinois – New York

– Indiana – Ohio

– Iowa – Oregon

– Kansas – Pennsylvania

– Maine – Rhode Island

– Massachusetts – Vermont

– Michigan – West Virginia*

– Minnesota – Wisconsin

*Note: Western counties of Virginia that refused to

secede from the Union

Identify

USI.9d Explain how the views of Abraham Lincoln and

Robert E. Lee differed on the nature of the United

States and how those differences led to an

unavoidable conflict.

A. Summarize roles of the following Civil War

leaders and explain the different views of the

nature of the Union that Lincoln and Lee held:

A.1. Abraham Lincoln

Was President of the United States

Opposed the spread of slavery

Issued the Emancipation Proclamation

Determined to preserve the Union—by force

if necessary

Believed the United States was one nation,

not a collection of independent states

Wrote the Gettysburg Address that said the

Explain

Summarize

1) Students will create a foldable to learn

the roles and different views of the key

people of the Civil War.

2) Use a sort activity to match the roles

with the correct people.

3) Have the students break apart the

Gettysburg Address and explain in their

own words what each part means.

Related




Evidence of

Mastery*(See

Notes)

Civil War was to preserve a government “of

the people, by the people, and for the

people.”

A.2. Jefferson Davis

Was president of the Confederate States of

America

A.3. Ulysses S. Grant

Was general of the Union army that defeated

Lee.

A.4. Robert E. Lee

Was leader of the Army of Northern Virginia

Was offered command of the Union forces at

the beginning of the war but chose not to

fight against Virginia

Opposed secession, but did not believe the

union should be held together by force

Urged Southerners to accept defeat at the end

of the war and reunite as Americans when

some wanted to fight on.

A.5. Thomas “Stonewall” Jackson

Was a skilled Confederate general from

Virginia.

A.6. Frederick Douglass

Was an enslaved African American who

escaped to the North and became an

abolitionist.

USI.9e

A. Identify the location of the critical events and

major battles of the Civil War.

The firing on Fort Sumter, S.C., began the war.

The first Battle of Manassas (Bull Run) was the

first major battle.

The signing of the Emancipation Proclamation

1) Using a map of the US, the students

will have to locate where each battle took

place.

2) Students will create a timeline of the

major battles/events of the Civil War

Related




Evidence of

Mastery*(See

Notes)

made “freeing the slaves” the new focus of the

war. Many freed African Americans joined the

Union army.

The Battle of Vicksburg divided the South; the

North controlled the Mississippi River.

The Battle of Gettysburg was the turning point

of the war; the North repelled Lee’s invasion.

Lee’s surrender to Grant at Appomattox Court

House in 1865 ended the war.

B. Describe how location and topography

influenced the following critical developments

of the Civil War:

The Union blockade of southern ports (e.g.,

Savannah, Charleston, New Orleans)

Control of the Mississippi River (e.g.,

Vicksburg)

Battle locations influenced by the struggle to

capture capital cities (e.g., Richmond;

Washington, D.C.)

Control of the high ground (e.g., Gettysburg).

3) After giving a result of the Civil War

(The Union blockades the city of New

Orleans), they will have to explain why

the North decided to blockade that city.

USI.9f

Describe the extremely harsh conditions on the

battlefield and on the homefront that led to death

from disease and exposure.

A. Summarize the following effects of the Civil

War on the lives of soldiers and women:

Family members were often pitted against one

another, as were friends against friends.

As the war went on, Southern troops became

increasingly younger and more poorly equipped

and clothed.

1) Students will describe the effects of the

war on various groups of people.

2) Students will work in groups to create

a diary entry of a group of people from the

Civil War. Included in the diary: how the

war effected their group

Related




Evidence of

Mastery*(See

Notes)

Much of the South was devastated at the end of

the war (e.g., burning of Atlanta and Richmond).

Disease was a major killer.

Clara Barton, a Civil War nurse, created the

American Red Cross.

Combat was brutal and often man-to-man.

Women were left to run businesses in the North

and farms and plantations in the South.

The collapse of the Confederacy made

Confederate money worthless.

B. Explain the following effects of the Civil War

on African Americans:

African Americans fought in both the

Confederate and Union armies.

The Confederacy often used enslaved African

Americans as naval crew members and soldiers.

The Union moved to enlist African American

sailors early in the war.

African American soldiers were paid less than

white soldiers.

African American soldiers were discriminated

against and served in segregated units under the

command of white officers.

Robert Smalls, an African American sailor and

later a Union naval captain, was highly honored

for his feats of bravery and heroism. He became

a Congressman after the war.

USI.1

1a


analysis, including the ability to . . .




Demonstrate

Identify

Related




Evidence of

Mastery*(See

Notes)

1b

1c

1d

1e

1f

1h


present.


Interpret ideas and events from different historical

perspectives.


Analyze and interpret maps to explain historical

events.

Interpret patriotic slogans.

Interpret

Make

connections

Sequence

Interpret

Evaluate

Analyze

Interpret

Interpret

Resources

Resources

Center for Civic Education – http://www.civiced.org

A Commonwealth of Knowledge: Virginia’s Site for Educators – http://www.Knowledge.State.va.us/welcome.htm

Documents of American History – http://www.pen.k12.va.us/VDOE/Instruction/AmericanDoc99.pdf

Education Place – http://www.eduplace.com/ss/ssmaps/ (This site permits you to print a variety of maps.)

GovSpot – http://www.govspot.com

Library of Congress

http://thomas.loc.gov/ (This site focuses on legislation, the Congressional Record, and status of current bills.) http://www.loc.gov/library/

National Council for the Social Studies – http://www.socialstudies.org

National Geographic – http://nationalgeographic.com/ (This site provides information and copies of maps.)

Smithsonian Institute – http://www.si.edu/info/education.htm

United States Department of Education – http://www.ed.gov/EdRes/index.html

Virginia Historical Society – http://www.vahistorical.org/

Virginia Museum of Fine Arts – http://www.vmfa.state.va.us/

WorldNet Virginia – http://worldnetva.pwnet.org/

1995 Standards of Learning Assessment Blueprint – http://www.pen.k12.va.us/VDOE/Assessment/soltests/home.html

2001 History and Social Science Curriculum – http://www.pen.k12.va.us/VDOE/Instruction/History/hist_ss_framework.html

2002 Sample Instructional Activities – http://www.pen.k12.va.us/VDOE/Instruction/History/hsslessons.html

http://www.civiced.org/

http://www.knowledge.state.va.us/welcome.htm

http://www.pen.k12.va.us/VDOE/Instruction/AmericanDoc99.pdf

http://www.eduplace.com/ss/ssmaps/

http://www.govspot.com/

http://thomas.loc.gov/

http://www.loc.gov/library/

http://www.socialstudies.org/

http://nationalgeographic.com/

http://www.si.edu/info/education.htm

http://www.ed.gov/EdRes/index.html

http://www.vahistorical.org/

http://www.vmfa.state.va.us/

http://worldnetva.pwnet.org/

http://www.pen.k12.va.us/VDOE/Assessment/soltests/home.html

http://www.pen.k12.va.us/VDOE/Instruction/History/hist_ss_framework.html

http://www.pen.k12.va.us/VDOE/Instruction/History/hsslessons.html